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WHERE DO YOU STAND? CAMPAIGN GUIDE Table of Contents What is WHERE DO YOU STAND? ....................................................................... 2 Why WHERE DO YOU STAND? Works ................................................................ 4 Placing WHERE DO YOU STAND? Materials ....................................................... 5 If you want more: Licensing Campaign Designs .................................................. 7 The WHERE DO YOU STAND? Bystander Intervention Training ......................... 8 WHERE DO YOU STAND? and the Campus Men of Strength Club….……………..10 Starting a Campus Men of Strength (MOST) Club ........................................... ..11 Planning a Comprehensive Campaign ............................................................... 12 Evaluating the success of WHERE DO YOU STAND? ......................................... 16 Information about Men Can Stop Rape ............................................................ 18

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learned which interventions college men would be most likely to do or say. Approximately 70% of survey participants indicated they would be very likely to use the interventions you see in the campaign. Another 20% indicated they would be somewhat likely. All of this learning has helped shape the WHERE DO YOU STAND? campaign theme, materials, trainings, curriculum sessions, event ideas, and projects. REFERENCES

Banyard, V.L., Moynihan, M. M., & Plante, E. G. (2007). Sexual violence prevention through bystander education: An experimental evaluation. Journal of Community Psychology, 35 (4), 463‐481.

McMahon, S. and A. Dick. (2011). “Being in a room of like‐minded men”: An exploratory study of men’s participation in a bystander intervention program to prevent intimate partner violence. The Journal of Men’s Studies, 19 (1), 3‐18.

McMahon, S., J. L. Postmus, and R. A. Koenick. (2011). Conceptualizing the engaging bystander approach to sexual violence prevention on college campuses. Journal of College Student Development, 52 (1), 115‐130.

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Placement is important but don’t stop there. A campaign is more than just figuring out where to put up materials. Weinreich Communications states on their website: “Social marketing involves much more than television advertising campaigns. The most effective programs use a combination of mass media, community, small group and individual activities. When a simple, clear message is repeated in many places and formats throughout the community, it is more likely to be seen and remembered.” Another important task then is to implement strategies that engage the help of the public to spread the messages and ideas of the campaign.

• Conduct WHERE DO YOU STAND? informational meetings. You want as many people as

possible on the same page concerning the campaign. Help faculty, administrators, coaches, staff, campus police, community organizations, parents, and other important groups understand the messages and goals of the campaign and the important role they can play in supporting those goals.

• Involve the community. If you’re running a school‐based campaign, don’t overlook finding ways to spread it to the surrounding community and vice versa. See if you can put up materials in local businesses frequented by students. Have a launch event and invite business leaders, area politicians, and parents. Hold a WHERE DO YOU STAND? contest and give away prizes donated by local businesses.

• Classroom Teaching as Social Marketing. Professors are in a particularly useful position to support and develop the messaging of a college campaign, especially if they relate some of their lessons to the topics of gender issues. Whereas traditional media channels only have a short time – often 10 to 60 seconds to communicate its meaning – outlets like a classroom lesson can devote more time to explaining more complicated aspects of the messaging and use more collaborative methods.

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If You Want More: Licensing the Campaign WHERE DO YOU STAND? targets college men with provocative and inspiring images and messages showing how young men can use their strength for bystander intervention. If you like the materials enough to want more and also want to brand them with your logo and local contact information, then we suggest licensing the campaign. MCSR provides licensees with complete media‐consultation and design services together with proprietary public‐service‐advertising materials that meet the highest professional photographic and graphic‐arts standards. You can decide what to license from an array of possible designs:

1. Billboards 2. Floor graphics 3. Posters 4. Banners 5. Bus placards and ads 6. Wall clings 7. Window decals 8. Postcards 9. Newspaper, magazine, or newsletter print ads 10. Stickers, magnets, notepads 11. Wristbands, pens, sports, bottles, toy basketballs, and other giveaways 12. T‐shirts 13. Door hanger

After phone consultations about your strategies and goals for the campaign, MCSR will make recommendations and present you with a proposal outlining licensing requirements and costs. After the proposal has met your satisfaction, MCSR provides you with a contract; once it is signed, production begins. Licensing agreements last from one to five years. During that time, you can produce and display the designs as many times as you want within your city, county, or state. We are able to offer WHERE DO YOU STAND? designs at a much lower cost than if you were to hire a PR firm by providing you with options drawn from an already existing campaign with a proven stock of messages and images. Using WHERE DO YOU STAND? designs also links you to an international network of organizations, schools, and agencies, all using consistent messaging. Contact Patrick McGann, MCSR’s Director of Strategy & Planning, at 202.534.1834 or [email protected] for a licensing consultation.

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B. Connecting campaign materials with a workshop IV. Continuum of Sexual Violence

A. The continuum exercise using scenarios from the campaign B. Primary prevention and the continuum

V. From the Continuum to BI: Three Components A. The importance of stories B. Gut Check and Emotional Intelligence C. Moving from Gut Check to the BI Toolbox

VI. Wrap Up A. Defining a successful BI intervention B. Solomon Asch and the social influence process

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Starting a College Men of Strength (MOST) Club Starting a College MOST Club is a serious commitment, on both the part of MCSR and a college campus. In order for a Club to be effective, it requires financial resources, strong allies, solid expertise, and sustained commitment. MCSR can help by providing strategy, trainings, manuals, curriculums, and technical assistance. Below are reasons to start a MOST Club and who to contact. Club Benefits For Members

Access to positive male mentors Fun environments Healthier understanding of manhood and masculinity Peer support and a national network Increased awareness of men’s role in preventing violence against women Increased skills to take public action to prevent violence against women Recognition at MCSR’s annual Men of Strength Awards

For Schools, Organizations, and Agencies

Proven programs for engaging young men in fostering a healthy, safe, and equitable campus environment

Status as community leader in innovative violence prevention and youth development practices

Increased investment from students in the health and safety of their communities Readiness assessment Access to evaluation tools and protocols Training and technical assistance over a sustained period of time Materials, including curriculums, project kits, and gear

Who to Contact To launch Men of Strength Clubs, please contact: Kedrick Griffin, Senior Director of Programs 202.534.1838 • [email protected] Joe Vess, Director of Training and Technical Assistance 202.534.1836 • [email protected]

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Planning a Comprehensive Campaign Five comprehensive reviews of factors associated with interpersonal violence and its prevention strongly recommend intervening at multiple levels of the social ecology (i.e., at the level of the individual, family, peer group, community, organization, and society; Grauerholz, 2000; Heise, 1998; Mihalic et al., 2001; Kerns & Prinz, 2002; Neville & Heppner, 2005). Lee and colleagues assert that school‐based sexual assault education efforts targeting individual attitudes are more effective when they are part of a comprehensive approach that includes intervening at the school and community levels (Lee, Guy, Perry, Sniffin, & Mixson, 2007). That’s why we’re offering a plan for WHERE DO YOU STAND? to be implemented at different levels of the campus ecology. If you can’t implement all the moving parts, then consider prioritizing those most important to your campus. Below is an outline of steps to implement a comprehensive WHERE DO YOU STAND? campaign over a two‐year period.

I. Year One, Planning, Part 1, First Semester (one month) A. Develop a list of potentially valuable campus allies – student groups,

administrators, coaches, staff, faculty, campus police, and community organizations – for launching the campaign

B. Talk about the campaign with the list of allies to gain support and interest

II. Year One, Planning, Part 2, First Semester (four months) A. Assess the level of interest, support, and commitment of different campus allies

to establish a WHERE DO YOU STAND? coordinating committee that meets regularly

B. Present all committee members with a plan for launching WHERE DO YOU STAND? on their campus that will consist of the following:

1. Licensing customized WHERE DO YOU STAND? designs or purchasing WHERE DO YOU STAND? materials

2. Starting a Campus Men of Strength (MOST) Club on campus 3. Getting the buy‐in of student leaders and administrators 4. Placing campaign messages and PSAs 5. Developing a plan for evaluation

C. Conduct trainings with faculty, administrators, student groups, community organizations, campus police, and coaches License campaign designs.

D. Designs can consist of: 1. Billboards 2. Floor graphics 3. Posters 4. Banners 5. Bus placards and ads

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6. Wall and window clings 7. Postcards 8. Print PSAs 9. Wristbands, pens, toy basketballs, gear, and other giveaways 10. Radio PSA 11. T‐shirts 12. Campus‐kiosk ads 13. Door hanger

E. Or purchase campaign materials. Materials can consist of: 1. Banners 2. Floor cling 3. Posters 4. Postcards 5. T‐shirts

III. Year One, Launching, Second Semester

A. Recruit members for the MOST Club B. Plan, schedule and hold a training for facilitators, sponsors, and members of the

Men of Strength Club C. Begin weekly MOST Club meetings using curriculum D. Conduct pre‐test evaluation of MOST Club members and for public education

campaign E. Place campaign materials throughout campus F. Conduct campaign launch event G. MOST Club members plan WHERE DO YOU STAND? campus project for semester H. MOST Club members begin process of becoming officially recognized student

organization I. MOST Club facilitators and sponsors participate in monthly conference calls with

MCSR staff

IV. Year Two, Sustaining, First Semester A. Continue MOST Club weekly meetings B. Begin training MOST Club members to conduct peer education programming. C. MOST Club members implement campus projects planned in Year One, Second

Semester. D. MOST Club members hold open meetings with community partners and other

campus groups/campus community E. Schedule site visits from MCSR staff F. MOST Club facilitators and sponsors participate in monthly conference calls with

MCSR staff

V. Year Two, Sustaining, Second Semester A. Recruit new students into MOST Club

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B. Continue MOST Club weekly meetings C. Continue and plan to expand MOST Club peer education programming D. MOST Club attains official student group status E. MOST Club creates plan for outreach to a partner school in community F. Plan and implement “Between the Notes” events – MOST Club members

speaking to high school members, etc. about WHERE DO YOU STAND? G. MOST Club facilitators and sponsors participate in monthly conference calls with

MCSR staff H. MOST Club expands WHERE DO YOU STAND? peer education programming

(athletes, dorms, Greek organizations, other student organizations/campus groups, etc)

I. Conduct post‐test evaluation of MOST Club and for public education campaign

References

Grauerholz, L. (2000). An ecological approach to understanding sexual revictimization: Linking personal, interpersonal, and sociocultural factors and processes. Child Maltreatment. Special focus section: Repeat victimization, 5(1), 5‐17.

Heise, L. (1998). Violence against women: An integrated, ecological framework. Violence Against Women, 4, 3, 262‐290.

Kerns, S.E.U. & Prinz, R.J. (2002). Critical issues in the prevention of violence‐related behavior in youth. Clinical Child and Family Psychology Review, 5(2), 133‐160.

Mihalic, S., Irwin, K., Elliott, D., Fagan, A., & Hansen, D. (2001, July). Blueprints for Violence Prevention. U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention, Juvenile Justice Bulletin.

Neville, H.A., & Heppner, M. J. (2005). Contextualizing rape: Reviewing sequelae and proposing a culturally inclusive ecological model of sexual assault recovery. Applied and Preventive Psychology, 8, 1, 41‐62.

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expressing interest and appreciation. Make certain that all the questions you ask are open and neutral. You do not want to persuade or influence their comments. Other tips for running focus groups include:

• Start with a topic people will have an interest in and find easy to talk about. For instance, if you’re meeting with parents, you might begin with questions about whether their sons and daughters talk to them about bullying and harassment.

• Use language that people will be familiar with. You may talk about the campaign differently to administrators than parents or students.

• Use reflective listening; in other words, when appropriate, repeat back your understanding of what a participant said to make sure you have understood correctly.

• Don’t hesitate to call on people, especially if a few are dominating the discussion. Express an interest in hearing from everyone.

• If discussion is veering too far off topic, politely step in and acknowledge that what they are talking about is very interesting but you’d like to go back to what was being discussed earlier because you want to learn more about it.

• Manage disagreements and debates by being interested in the different perspectives being presented.

• It can be helpful to note responses to questions on a flipchart/whiteboard so that they can be referred to later.

• If you’re asking a challenging question, have participants think about the issue for a few minutes, write down their thoughts, and then ask each person to share his or her response.

You should end the focus group by stressing how helpful the participants have been. Spend a few moments jotting down any notes you’ll want to remember for later. If you write a report, include overall findings and recommendations, as well as responses to each of the major five or six questions that shaped your agenda. Include quotes from participants that are particularly telling.

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WHERE - Men Can Stop Rape sex ulinity. A ca ttitudes and ulinity inclu isky and vio at Identifies...

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Transcript of WHERE - Men Can Stop Rape sex ulinity. A ca ttitudes and ulinity inclu isky and vio at Identifies...